POS1557-HPR PATIENT-CENTRIC INTERPROFESSIONAL EDUCATION AS A MEANS TO INCREASE HEALTH PROFESSIONAL STUDENTS’ AWARENESS AND UNDERSTANDING OF SCLERODERMA
Authors: H. Bowen, M. Morgan, L. Shapiro
Journal: Annals of the Rheumatic Diseases (2022)

Background Incorporating a complex chronic disease into an interprofessional education (IPE) event is an appropriate method to increase knowledge and awareness of diseases that require multiple disciplines to manage. Scleroderma is one example of a rheumatic condition that requires an interprofessional (IP) team management approach. In practice, the rheumatologist must rely heavily on other healthcare professionals to provide optimal care to a scleroderma patient. Core competencies such as teamwork, leadership, and accomplishing common patient care aims are promoted by IPE 1 . The foundation of the patient-centric approach is seldom learned in a classroom setting while IPE can promote the observation of the patient-lived experience, the value of patients as a knowledge resource, and the emphasis of patient diversity 2 . Objectives At each event we aim to increase awareness and understanding of scleroderma among health care professional students and enable patients to draw on their health histories to act as lead educators. Based on the success to date, we hope to promote replication of this model at other scleroderma centers. Methods Over four years, approximately 800 students from Russell Sage College, Albany College of Pharmacy and Health Sciences, and most recently The State University of New York at Albany, have participated in an IPE event which included individuals living with scleroderma and/or caregivers. For the first three years the event was held in person and the most recent was hosted virtually following the same structure as years prior. The event includes introductions of the moderators and words from a patient advocate followed by guidance on active listening and patient interview techniques. Eight to ten students enrolled in health-related programs including nutrition, psychology, occupational therapy, physical therapy, pharmacy, nursing and public health are assigned into small IP teams. Each team joins a round table or breakout room with one patient and/or caregiver. Students ask discipline specific questions which allows the patient and/or caregiver to share their narrative(s), enabling students to cultivate active listening skills and elicit the perspective of the patient. As the disease presentation and symptoms vary, the student IP teams will then interview another patient and/or caregiver. During the event students also hear best practices through a facilitated patient interview. An expert panel reflective of the disciplines represented on the student IP teams who have experience working with those diagnosed with scleroderma and other chronic conditions answer student questions. All attendees are asked to complete an anonymous pre and post event survey. Figure 1. Results Including patients with scleroderma as educators is effective in increasing student awareness and knowledge of the disease. The implementation of this model into IPE also allows students to practice IP collaboration specific to the needs of an individual living with scleroderma, as it would occur in the health care setting. Conclusion This patient-centric IPE enables patients to share their medical journey as lead educators in increasing future health care professionals’ awareness and knowledge of scleroderma. Replication of this pilot model at other scleroderma centers worldwide could promote the collaboration needed from healthcare professionals to assure the best quality of care for those living with scleroderma. References [1]Buring, S. et al. Interprofessional education: definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education . 2009; 73(4): 59 [2]Towle A, Godolphin W. Patients as educators: interprofessional learning for patient-centred care. Med Teach . 2013; 35(3): 219-225 Acknowledgements Steffens Scleroderma Foundation, Russell Sage College, Albany College of Pharmacy and Health Sciences Disclosure of Interests Hannah Bowen: None declared, Michelle Morgan: None declared, Lee Shapiro Consultant of: Actelion 2020